DUE: Thursday, June 9th at the beginning of class.
Early due date (7.5% bonus!!) - Turn it in by 8pm Sunday, June 5th. *Remember, instead of Source Analysis sheets, you need to use footnotes. See below for details.
Journal Entry #7: Citations
Answer these questions based on notes provided in class (or see below for the notes):
1. What is a footnote? How is it different from a citation/works cited?
2. What information should you include in a footnote?
3. Where should you record a footnote?
4. How many footnotes do you need for the project?
5. How many sources do you need (in your works cited)?
Journal Entry #6: 'Japanese'
Create a 'KWL' about the Japanese people. What do you Know? Want to know? We will fill out the Learned portion at the end of class.
*If you're not sure about what you know, make sure to write down that it might be a stereotype.
May 24th-25th, 2011 (Tuesday/Wednesday)
Journal Entry #5: 'Going to War'
Answer the following questions in detail. There is no right or wrong answer; provide your opinion.
1. You've probably heard the terms, "go to war" or "at war with"... What does it mean to 'go to war' with a country? (state your opinion).
2. Is there a difference between going to war with a country's government and its people? (Think of it this way - once the Germans took over Paris, the French surrendered. Would that happen in America if Washington DC was conquered by another country? Or would our people keep fighting?)
3. Think again about why soldiers fight (again, this is your opinion) - is it just a job? Do they believe in their cause? Do they hate the enemy and believe that killing/destroying the enemy is the right thing to do?
May 23rd, 2011 (Monday)
Journal Entry #4: Holocaust
1. What do you know about the Holocaust during WWII? 2-3 sentences, minimum.
2. Think about the experience from one of three perspectives (just one, not all three) - the victims, the guards, or the soldiers who freed them - what do you think was going through their minds while they were in the camps? Write 3-5 sentences.
Journal entry #3: Timeline WWII
1. Examine the timelines in the magazine from 1933-1945.
2. Draw a timeline with five events from WWII.
3. For each event, write a sentence explaining why it was important, in your opinion.
May 16th, 2011 (Monday)
C-band: See below, do Journal Entry #2 D-band: We will watch another episode.
May 13th, 2011 (Friday)
Journal Entry #2: Day of Days
Write several sentences about each of the following ideas:
1. Describe the significance of D-day. Why was this a major event in WWII? (You may need to look this up online)
2. Describe something in this last episode "Day of Days" that moved you in some way - whether it made you proud, horrified, conflicted, or something else. Why did you feel that way? How do you think the soldiers involved, as well as their leaders, felt about D-day?
May 12, 2011 (Thursday)
Journal entry #1: Reflect on a character
Pick a character from Band of Brothers (even if you don't remember the name, but try), then do the following:
Describe the person
Describe they're experiences thus far in the war (what happened to them, what did they do?)
Describe what you think the war is like, from their perspective, from their minds.
Unit 7 (WWII): Above
Op-Ed due tomorrow, Monday 5/9/11, at the end of class (meaning you will have one hour to complete everything).
Journals: Remember, journals are due tomorrow, Thursday, May 4. They are due at 9pm.
Project: Op Ed: Change
Write an Op Ed that is between 350-500 words long. Be sure that your Op Ed:
• Grabs the attention of readers • Introduces a problem • Presents a clear opinion • Proposes a solution • Uses outside evidence
On the same document as your Op-Ed, please include:
Four source-analysis sheets, one for each source you use. The link to the sheets is right here (research for the last project was a little sloppy, so we’re going back to SA sheets).
Works cited (just copy and paste question #1 from each Source Analysis sheet into your works cited).
*These last two parts are worth 20% of the total project grade.
5/2/11
Journals Due Thursday, May 5th! Email them to me.
Journal entry #9: Do now, economic vs political stature
What’s the difference between being judged for your place in your community, and being judged for your money? Is there a difference? Why/why not?Explain in a short paragraph.
Journal entry #10: Marxism/socialism/communism
Read this article: http://www.anu.edu.au/polsci/marx/classics/manifesto.html#Bourgoise
*Take notes in class.
*Answer these questions: a. what does this manifesto suggest about how groups of people interact (and have interacted throughout history), especially regarding this idea of classes? b. What has the Industrial Revolution done to change these interactions? c. In what ways have these interactions stayed the same? d. What do you think the Communist Manifesto proposes we do about class distinctions? e. What are the ramifications of this line of thinking vis a vis “nationalism”?
Free Write: Change and how it happens. Free-write for ten minutes, and put it in journal entry #8.
4/28/11
Journal Entry #7: Nationalism 1. Why are some people patriotic towards America? 2. What do you like about America? Are you proud of anything we do? Anything we believe? 3. If we were attacked by another country, would you fight to protect your country? Why or why not? 4. Why are some people willing to fight and die for their country?
We will discuss the following lyrics: Hey yo, and get with this...uggh! Word is born Fight the war, fuck the norm Now I got no patience So sick of complacence With the D the E the F the I the A the N the C the E Mind of a revolutionary So clear the lane The finger to the land of the chains What? The land of the free? Whoever told you that is your enemy
Now something must be done About vengeance, a badge and a gun So rip the mike, rip the stage, rip the system I was born to rage against 'em
Now action must be taken We don't need the key We'll break in
I've got no patience now So sick of complacence now I've got no patience now So sick of complacence now Sick of sick of sick of sick of you Time has come to pay... Know your enemy!
Come on! Yes I know my enemies They're the teachers who taught me to fight me Compromise, conformity, assimilation, submission Ignorance, hypocrisy, brutality, the elite All of which are American dreams (8 times) All of which are American dreams All of which are American dreams All of which are American dreams All of which are American dreams All of which are American dreams All of which are American dreams All of which are American dreams
I. Quick Game/Debate a. Students will describe their ideal government: a democracy, a dictatorship, a hereditary monarchy, an elected dictator for life? Be specific – write several sentences, and explain why. b. We will split into pairs to discuss. Try to win your partner over to your side.
4/25/11
Journal Entry #5: Do Now - French Rev, Social, Political, Economic effects
What do we know about the French Revolution? Review your work from before break, and answer the following two questions in 3-5 sentences each:
1. What does it mean to change socially? What about Economically? Politically? What specific parts of history are involved (think about things like culture, money, governments, laws…) 2. How did France change socially, economically, and politically during the French Revolution? (Think: Socially: What were the changes for average people? What kinds of new ideas spread through France? Economically: Was there a redistribution of wealth? What happened to the richest people, including the 1st and 2nd Estates? Politically: What happened to the leaders in France, such as the royalty? Who replaced them? What types of new laws came into place?)
Journal Entry #6: Graphic Organizer notes
I. Create a graphic organizer with three columns: social, economic, and political, as well as three rows: French Revolution, American Revolution, and Haitian Revolution
II. Fill in the French Revolution sections on your own by cutting and pasting from question #2 in your Do Now.
III. Follow this link to work on the Haitian Revolution sections: http://www.wsu.edu/~dee/DIASPORA/HAITI.HTM
Section 1 (on your own) Define the following terms:
Estates General
Third Estate
Reign of Terror
Robespierre
The Bastille (and its storming)
The Declaration of the Rights of Man and Citizen
Jacobins vs Girondins
Louis the XVI
Section 2 (I’ll assign you groups)
Describe the following (about three sentences each):
The change in the price of bread and why it was an important factor in the Revolution.
Changes in the population (urban/rural, growth, etc)
The developments of the Estates General in the lead-up to the Revolution.
The influence of the Enlightenment on the Revolution
Legal stratification of society
Section 3
Create a timeline (even just in list form) that includes ten events, including the following five and five of your own:
Tennis Court Oath
Storming of the Bastille
Declaration of the Rights of Man
Reign of Terror
Execution of Louis XVI
Final part (required): Write a paragraph explaining how the events in your timeline connected to each other. Do your best to explain cause and effect
*You’ll email me these assignments as a group.
4/12-13/11
Journal Entry #4: Social Media and Revolutions http://www.csmonitor.com/World/Middle-East/2011/0408/On-Facebook-and-Twitter-spreading-revolution-in-Syria a. How did social networking spread these revolutions? b. What is meant by an “online revolution”? c. How do these websites help people avoid a government crackdown? d. What is the difference between organizing 50-100 people and organizing tens of thousands of people? e. Why do you think communication is so important in revolutions?
Journal Entry #3: Power of an Idea 1. What is the power of an idea? 2. How can an idea spread from person to person, especially if a gov’t is trying to shut it down? 3. How much can people put up with before they are ready to sacrifice their lives? Can ideas/philosophies influence such people?
4/11/11
Non-journal activity: a. Get out a sheet of paper. b. Look at three classmates’ projects. c. For each one, write down 3 things you liked, 2 questions you have (eg, why did you choose this philosopher?), and 1 recommendation. Share these with each person. d. On the bottom of your sheet of paper, what are three things you might add or subtract from your reflection? Why?
Journal Entry #1, Notes, 'What is the Enlightenment?': a. http://www.wsu.edu/~brians/hum_303/enlightenment.html b. Jigsaw: each group picks a section, writes a short blurb describing your section and how it related to the Enlightenment (no more than a paragraph) c. We will share out, in order. Five mins to read, five mins to write. d. Groups: i. Renaissance humanists ii. Michel du Montaigne iii. The Political and Economic Background iv. The Role of Aristocrats AND Rousseau vs Voltaire v. Big groups: The Enlightenment in England AND the Enlightenment in America VI. Big group: The Struggle in Europe + The Heritage of the Enlightenment
Look back at the list of philosophers. Make sure you find one you want to use.
Research this person - find out about their history and philosophy. What does she/he believe in? How can you use that in your monologue? Take notes, and pull quotes from your philosopher's writings. You will need to use these quotes in your reflections.
Remember, choose ANY topic you want for your monologue, but use the perspective of your philosopher.
Rough drafts due Monday, 4/4/11. I will check them in the second half of class. Final drafts due Thursday of next week (4/7/11).
3/31/11
Journals are due tonight at 11pm.
3/29-30/11
Writing Zones Due - Gold: Tonight (Tues.), 11pm. Silver, Tomorrow night (Wed.), 11pm.
Journal Entry #13: Do Now "Enlightenment" “Enlightenment is man's emergence from his self-imposed immaturity. Immaturity is the inability to use one's understanding without guidance from another. This immaturity is self-imposed when its cause lies not in lack of understanding, but in lack of resolve and courage to use it without guidance from another. Sapere Aude! [dare to know] "Have courage to use your own understanding!"--that is the motto of enlightenment.”
-Immanuel Kant
1. What do YOU think enlightenment is?
2. What do you think this philosopher, Kant, is saying about enlightenment?
3. How does Kant define immaturity? 4. What does Kant mean when he says, ‘this immaturity is self-imposed’?
3/25/11
*Yeah, the movement's in motion with mass militant poetry Now check this out...uggh!
In the right light, study becomes insight But the system that dissed us Teaches us to read and right
So called facts are fraud They want us to allege and pledge And bow down to their God Lost the culture, the culture lost Spun our minds and through time Ignorance has taken over Yo, we gotta take the power back! Bam! Here's the plan Motherfuck Uncle Sam Step back, I know who I am Raise up your ear, I'll drop the style and clear It's the beats and the lyrics they fear The rage is relentless We need a movement with a quickness You are the witness of change And to counteract We gotta take the power back
Yeah, we gotta take the power back Come on, come on! We gotta take the power back
The present curriculum I put my fist in 'em Eurocentric every last one of 'em See right through the red, white and blue disguise With lecture I puncture the structure of lies Installed in our minds and attempting To hold us back We've got to take it back Holes in our spirit causin' tears and fears One-sided stories for years and years and years I'm inferior? Who's inferior? Yeah, we need to check the interior Of the system that cares about only one culture And that is why We gotta take the power back
Yeah, we gotta take the power back Come on, come on! We gotta take the power back
Hey yo check, we're gonna have to break it, break it, break it down Awww shit!
Uggh!
And like this...uggh!
Come on, yeah! Bring it back the other way!
The teacher stands in front of the class But the lesson plan he can't recall The student's eyes don't perceive the lies Bouning off every fucking wall His composure is well kept I guess he fears playing the fool The complacent students sit and listen to some of that Bullshit that he learned in school
Europe ain't my rope to swing on Can't learn a thing from it Yet we hang from it Gotta get it, gotta get it together then Like the motherfuckin' weathermen To expose and close the doors on those who try To strangle and mangle the truth 'Cause the circle of hatred continues unless we react We gotta take the power back
Yeah, we gotta take the power back Come on, come on! We gotta take the power back
3/24/11
Journal Entry #12: Video Q's Medici Popes
In what ways did the Medici popes continue the family's talent for art patronage? What was different? What effect did art patronage have on the effectiveness of the papacy?
What mistakes did Popes Leo X (the first Medici pope) and Clemens VII make? What effects did their mistakes have on Florence? The church? Europe?
How were political decisions made in Italy during the Renaissance? By whom?
What questions do you still have?
How was Niccolo Machiavelli's political handbook, "The Prince", influenced by what was going on in Italy and in his own life?
What is the connection between Machiavelli and the Medici?
What are indulgences, why did Pope Leo X start selling them, and why did they cause problems for the church?
How did the Medici rose from poverty and insignificance?
Also notice this: Why were art and architecture so important to the rise of the Medici?
In what ways are accepted beliefs (from Medieval times) challenged by the Medici and the Renaissance?
After movie:
What was unique about Cosimo, Brunelleschi, and Florence?
How did Cosimo, Brunelleschi, and Florence contribute to the birth of the Renaissance?
What problems do you foresee for the Medici family? Why?
In what ways were the ancients and the great writers from the East and Orient different from the Christian thinkers of the Middle Ages?
In what ways does our society discourage or punish people for thinking, believing, and acting differently from the majority?
Journal Entry #11: Movie Notes, pt. 2 - The Magnificent Medici Before/during movie (if you miss it, use these links to help you - http://www.watchknow.org/Video.aspx?VideoID=25590 and http://www.pbs.org/empires/medici/show/prog2.html ): · What happens when Mafia families have power disputes? Watch this film for events that sound like something out of The Godfather. · How were art and architecture connected to the rise of the Lorenzo? · In what ways are accepted beliefs challenged?
During/after movie: · In what ways was Lorenzo like a Mafia don? (For sociological information on the Mafia, see Jane Schneider's article "Educating against the Mafia" (Available: http://civnet.org/journal/vol3no3/ftjsch.htm). · In what ways was he a Renaissance man? · What problems do you see with the church? · What art or architecture did you recognize? · In what ways does our society support and encourage artists, scientists, and thinkers? · What could Lorenzo have done differently? · Could anything like the "Bonfire of the Vanities" happen in the U.S.? Explain. · Did the fact that Florence was a republic have any effect on what happened with Savonarola and his followers? Would what happened be any more or less likely to have happened under a king?
3/18/11 (Friday)
Journal Entry #9: Galileo + Scientific Revolution
But I do not feel obliged to believe that the same God who has endowed us with senses, reason and intellect has intended us to forego their use and by some other means to give us knowledge which we can attain by them. He would not require us to deny sense and reason in physical matters which are set before our eyes and minds by direct experience or necessary demonstrations. ~ Galileo Galilei, Letter to the Grand Duchess Christina of Tuscany (1615) 1. Meaning/interpretation? 2. Theme? 3. Why important?
Ten events you feel are very important in the development of the Renaissance and modern Europe.
Write a brief explanation for each event, explaining why you chose them.
You are working with your partner from the last class period
Use the timelines above or the reading from the last class period to help you find ten events.
3/15-16/11
Journal Entry #6, Do Now - Advancements in Literacy (Answer the questions, then read the background on printing)
1. Why is reading and writing important?
2. Why is literacy such an important part of education?
3. Remember: this unit is called, “Revolutions”. What are the broader ramifications for society of more people being able to read and write? (think about how information and ideas are spread around)…
Background
Printing is the process of making multiple copies of an image. The image may be a picture, letters or numbers, or any combination of pictures and text. Anything that can be drawn can be printed. The invention of printing really began with the invention of paper, in China, in the year 105 AD. Once the Chinese had paper, they began to duplicate images on paper by carving the reverse of the image into a block of wood, applying ink and then pressing the paper onto the block. By the 10th century the Chinese were printing paper money for use by Chinese citizens. In 1041, individual Chinese characters were being carved in clay and assembled on wood blocks as a way of printing whole scrolls of Chinese text. These movable characters did not make a big impression on Chinese communication though — the Chinese language uses an average of 5000 characters, a lot to keep track of and move around!
For centuries, Europe traded with China along the Silk Road, an ancient route that allowed exchanges of horses, spices, silk and eventually paper between China and Europe. When Marco Polo returned to his home in Venice, Italy in 1295, having spent 24 years exploring China, he brought with him knowledge of woodblock printing. Italians began to produce books using the hand-carved block technique of cutting away the background of the wooden block, leaving raised letters. The raised letters were then inked and paper placed overtop. When removed, the result was a printed page of words and images. Sometimes a page of a book would require a number of carved woodblocks joined together. The process was time consuming and not permanent. Since wood weathers and cracks if it's dry and warps if it is wet, giving the blocks used to print pages had a limited lifespan.
Illustration of Gutenberg's press
Illustration of Gutenberg's press
Illustration of Gutenberg's press
||
In 1436, a German man named Johann Gutenberg altered an olive press to create a printing press machine. Instead of using the heavy screw to press the olives for oil, he used it to force a printing block onto a sheet of paper below it. Gutenberg developed metal type for each of the 26 characters in the Roman alphabet (easier to manage than the Chinese 5000), and designed a way to move the characters around on a printing plate. This system became known as the movable type printing press and made it possible to print multiple copies. With its invention, it was possible to print more copies in a few weeks than could have been produced in years using the hand-carved block method. The printed word spread like very quickly throughout Europe.
Before the printing press was created, only the church and royalty were wealthy enough to have books printed. Once printed material became widely available, a greater number of people learned to read and the flow of textual information reached all corners of Europe. Access to information helped to feed Europe's brainpower, closing out the Middle Ages for good and helping to open the door for the Renaissance.
Journal #7: Questions and Timeline on the Renaissance
Read: http://www.learner.org/interactives/renaissance/
i.-iii. List three major reasons why/how Europe came out of the Dark Ages into the Renaissance. Explain why each one was important.
iv. Why was the printing press important at this time?
v. What was humanism?
vi. How did it develop, and what did it contribute to the new way of thinking of the Renaissance?
vii. What spiritual changes were also taking place at this time?
viii. What are some artistic developments from this time period?
3/14/11
Assignment
I. Linear Perspective
a. Create a drawing of a specific place using orthogonals, vanishing point, and a horizon line.
b. Use whatever writing utensil you like. I should have markers on the back table. If not, they are in the lower-left On the back, define each of these terms:
1. Orthogonals
2. Vanishing Point
3. Horizon Line
4. "Patrons of the Arts"
5-6. Pick two of the Medici clan.Write 2-3 sentences about each of them, including their relationship to developing/patronizing the arts.
Go to this website: http://www.mos.org/sln/Leonardo/ExploringLinearPerspective.html
Then answer these questions:
1. Can you see the vanishing point in the painting (if you’re missing the plug-in, just look at the painting at the bottom of the page)?
2. Why was this new technique so important?
3. What types of changes to art might this cause.
3/11/11
Make sure you finish your assignment from yesterday, and email them to me. We will resume regular class activities Monday. Enjoy your work period, but behave with the sub.
Assignment (not a journal) due 3/11/2011, 12:50pm
You will email me your group's responses:
Based on what the you hear in class, what you read in the text, and what you look up on the internet (use any source that seems accurate), answer the following questions about the fall of Rome, the resulting Dark/Middle Ages, and the Renaissance.
1. What what so important about ancient Rome? What types of information and culture was lost when Rome fell? (3-5 sentences)
2. What role did the Irish play in preserving this information? (3-5 sentences)
3. In what ways was the fall of Rome a revolution? What changed before and after the fall of Rome? (ie what was different about the Dark/Middle Ages and the Classical Period?)
4. Put very simply, what was the Renaissance? In what ways was it a revolution (again, what was different between the Renaissance and the Dark/Middle Ages)? (3-5 sentences)
5. In your opinion, how might the European perspective of history influence what you learn in school? (think: why do most schools study more about ancient Rome and Greece, and less about ancient Mali? There are no wrong answers here.)
Journal Entry #4, 3/10/11: Do Now - What is a Revolution?
1. What is a revolution?
2. What are some examples of revolutions (this can even be in your own personal life)?
3. In your humble opinion, why are revolutions important to the history of the world?
Journal Entry #3 3/8-10/11: Notes on French Revolution
Read: http://www.rightpundits.com/?p=5633 Define terms/answer these questions (in Journal): i. Estates General (how many were there; what were they?) ii. King Louis XVI (who was he? What did he do to make things worse?) iii. Where did the French debt come from? iv. National Assembly v. Tennis Court Oath vi. Storming of the Bastille vii. The Terror viii. What are three similarities you notice, compared to what’s going on in America right now? What are three differences?
Journal Entry #2, 3/8-9/11: Do Now - American Debt
1. What is the issue with American debt?
2. What does Mr. Krugman think we can do about it?
3. What do you think we should do? Raise taxes, cut back on important programs, or both? Why?
Journal Entry #13/7/11: Cortes Trial Verdict
Trial Verdict: list the number of points per group, including your rationale.
Unit 6 - Revolutions - Assignments Above
Trial Structure
· Overview of schedule 1. Opening Statements 2. Questions 3. Groups work together on closing statements 4. Closing statements on last day + jury will decide · Rules for opening statements o Each group will read opening statements. o One laptop per group is permitted, the rest are packed away (take notes in your google docs) o RPS to determine order of groups · Rules for questioning o Each group should aim for at least two questions per defendant. I will have a running tab for group participation. o Don’t ask repetitive questions! o When you wish to ask a question, raise your hand, the judge will call you, you will stand up, state your group name, and then ask the question. o Pre-made q’s vs. q’s made during the trial (you can have follow-up questions ready). You can ask a line of questions, but no more than three at once. · Rules for objections o Objections only used in two cases: § Question does not have accurate information § Question is repetitive o Prosecutor will be given opportunity to present evidence for their assertions. o Judge makes final decision on whether to allow question. If you’re called out on an objection, make sure to have evidence backing up your question.
The class will then have the rest of class time to work on the trial.
Journals are due tomorrow, Friday 2/18/11 at the start of class!
Project: Day Four
Google Doc
By Monday, you should have the following in your google doc (and organize it by group members’ names):
Fifteen sources in MLA format
Trial Strategy (for defendant)
Opening Statement (for defense attorney)
Twenty questions, four for each group (for prosecuting attorney)
*Make sure to put your name/initial next to your contributions in the google doc.
Project: Day 3, 2/14/11
Today, you are starting your work for the trial. Remember your roles (check Day 2 for your responsibilities).
REMEMBER: Use evidence to back up the points you're making. An example of using evidence from a source:
(this can be an example of a question that incriminates Cortes and/or his men):
Cortes, you claim that you, “forbade them [Aztecs] from sacrificing human beings to their idols as they had been accustomed to do; because, besides being abhorrent in the sight of God, your sacred Majesty had prohibited it by law, and commanded to put to death whoever should take the life of another.” Yet Mr. Cortes, you murdered thousands of natives, starting at the moment you landed, on to the massacre of Cholula, and even after the torture and murder of Cuauhtemoc. So then, it seems clear that you and your men should all be put to death for your crimes. You acknowledge as much in your letter, do you not?
*In addition to letters and texts, you can also use paintings, maps, and pictograms as evidence.
Use these sources to help prove your group's innocence and prosecute the other groups.
Project: Day 2 2/11/11
Groups must prepare their strategy by finding specific historical evidence (quotes from primary source documents, including letters, journals or other sources) to begin planning your defense and the guilt of others. Your group must find at least fifteen specific pieces of evidence (quotes, maps, pictures of artifacts, etc.) relevant to the trial. All members of the group should have an electronic copy of this document (use a Google Doc).
Roles within each group:
Defense Attorney(s)- Opening and closing statements (each is 2-3 minutes long, which is about 250-300 words of text.) Defendant(s)- Prepare strategy on how to respond to questioning (about three paragraphs - what questions do you anticipate? How will you respond to them?) Prosecutor(s)- Prepare questions to ask other groups (at least 4 questions for each group, which is at least 20 total.)
All preparation should be shared with your group on a Google Doc
Structure of Trial:
1) Each group gives their opening statement (2-3 minutes long)
2) One by one defendants from each group take the stand. They are allowed two “help-lines” during which they can huddle with other members of their group but otherwise they must answer questions on their own.
3) Each group gives a closing statement (2-3 minutes)
4) Jury deliberates and makes a decision. Everyone writes a response to the trial and hands in their trial work.
Classwork:
Outline the ways you are going to try and prove your group innocent and the specific ways you are going to try and prove other groups guilty. (This can be bullet points.) This should include the type of research you plan to do and the different types of sources and quotes that you need to find before the trial.
Rubric (based off the standard SLA rubric that students are familiar with):
DESIGN- The project investigates a meaningful argument and strategy and presents information connected to multiple primary
and secondary sources.
KNOWLEDGE- Project uses quality primary and secondary sources to form the basis for the argument (including varying perspectives within the same religion).
APPLICATION- The author of the project has included his/her own analysis to the proceedings to create a unique perspective on the case.
PRESENTATION- The arguments presented were strong, well-thought out, and well-researched.
PROCESS- All parts of the project were completed on time and most were fulfilled beyond the necessary requirements.
Project: Getting started 2/10/11
For this project, we will be putting several groups/people on trial for the destruction of the Aztec empire. Those on trial are Cortes, Cortes' Men, King Charles V, the Aztecs themselves, the Tlaxcalans, and the idea of 'Cognitive Dissonance'.
Use this link to learn more about the Aztec people.
Use this link to read about the various groups. Once you have examined all of them, email me your rankings. It should look like this:
Cortes: Cortes' Men: King Charles V: Aztecs: Tlaxcalans: Cognitive Dissonance:
Rank each one 1-6. I will try to give as many of you a top-3 choice as possible.Email me by the end of class today.
Journal Entry #14: Vocab for Cortes
Define the following terms in 2-3 sentences. Include information about their historical significance in relation to the Aztecs and/or Cortes:
Aztecs start to build their capital city, Tenochtitlan.
50,000 Tlaxcalans fight the 400 Spaniards and are defeated by the superior Spanish weapons and horses. The Tlascalans provide Cortes with 10,000 warriors for his march on Tenochtitlan.
Cortes attacks Tenochtitlan from three directions at once with 13 new ships. The lake surrounding the city turns red with blood.
Cortes meets Malinche
Montezuma II and his people were filled with a sense of foreboding. A series of evil omens had foretold of calamities to come. A fiery comet crossed the sky. The temple of Huitzilopochtli, the god of war, burst into flames. The Lake of Mexico boiled and rose, flooding into houses.
Cortes expedition enters Mexico.
Cortes expedition makes a show of force to intimidate Teudile and his men.
The Aztecs attack the Spanish and imprison many of Cortes' soldiers.
Cortes continues on to Cholula and massacres the local nobility, because he suspects them of planning an ambush.
Cortes is presented gold and other gifts from Aztec officials.
Some of Cortes' men decide to steal a ship and return to Cuba. Cortes has them executed and sinks the ships to make it impossible to turn back.
Montezuma is killed by the Spanish. Two-thirds of the Spanish and 40,000 Tlaxcalan allies die in battle as they attempt to escape from the city at night.
The Spanish enter the city of Tenochtitlan (City of Dreams) to meet Montezuma II. Coincidentally, this day, 1 Wind, is Quetzalcoatl's day, attributed to the whirlwind, when robbers and wizards are supposed to do their worst, robbing and violating.
15,000 Aztecs die in Cortes' final all-out attack on the city. The Emperor Cuauhtemoc and his last few supporters are captured by the Spaniards.
More than 600 Spanish conquistadors were killed (some estimates ran to over 1,000), many no doubt weighed down by the gold they were carrying; several thousand Tlaxcalans were probably lost, too. Cortés retreated in a wide circle through the north of the valley and over the mountains back to Tlaxcala. The elemental horror of that night was never forgotten. It is still called "the night of tears" (noche triste).
Journal #12: Do Now 2/7/11
Read these lyrics, listen to the song in class. Answer the questions at the bottom:
Since 1516 minds attacked and overseen, now Crawl amidst the ruins of this empty dream They're boredrs and boots on top of us, pullin' Knobs on the floor of their toxic metropolis So how you gonna get what you need to get? tha Gut eaters, blood drenched get offensive like Tet When the fifth sun sets get back reclaim, tha Spirit of Cuauhtémoc alive an untamed Face tha funk now blastin' out ya Speaker, on the one Maya, Mexica That vulture came ta try and steal ya name but Now you found a gun This is for the people of the sun It's comin' back around again This is for tha people of tha sun Neva' forget that tha' wip snapped ya back, ya Spine cracked for tobacco, oh I'm the Marlboro Man Our past blastin' on through tha verses, Brigades of taxi cabs rollin' broadway like Hearses Troops strippin' zoots, shots of red mist, Sailors blood on tha deck, Come sista resist Tha' new era of terror check this photo lens, Tha' city of angels foes tha ethnic cleanse Heads bobbin' to that funk out ya Speaker, on tha one Maya, Mexica That vulture came ya try an steal ya name but now You found a gun... you're history This is for tha people of the sun It's comin' back around again This is for tha people of tha sun
*Note: Cuauhtemoc was among the last of the Aztec emperors, tortured by Cortes' men, yet he never gave in to their demands for treasure (now, there was no treasure, so...). *Note: 'People of the Sun' refers to the Aztecs, who were overthrown by Spaniards in the 1520’s. It may also refer to the Zapatistas, a leftist Mexican political organization. One of their main goals is to help gain benefits for indigenous Mexicans.
Quesions: 1. The Mayans and Mexicas were other indigenous peoples in Mexico. What do you think is meant by "that vulture came to try and steal ya name"? Why is that reference important, in your opinion? (Hint: the name "Mexico City" was bestowed by Cortes. It's original Aztec name was "Tenochtitlan").
2. In the early 1500's, Spanish conquistadors were laying waste to the Americas. They destroyed empires, killed many people (with the sword and with disease), and took over all the land there. Why do you think that is relevant to modern-day Mexico? (something to think about: what language do Mexicans speak??)
3. The "fifth sun" and Cuauhtemoc are both references to the Aztec empire. What do you know about the Aztecs? If you don’t think you know anything about them, what are you curious about?
Take notes on this ppt: [[file/view/Indigenous Americans.pptx|Indigenous Americans.pptx]]
Journal Entry #9: Do Now Review
1. Describe cognitive dissonance in 2-3 sentences (remember there are two parts). 2. Describe pseudospeciation in 2-3 sentences. 3. Describe how cognitive dissonance might manifest in practice - in history, in one's personal life, wherever.
Journal Entry #8: Notes:Cognitive Dissonance and Pseudospeciation, 2/2/11
Take notes on the following PPT, which we will look at and discuss in class: [[file/view/Indians-Cognitive Dissonance-Pseudospeciation.pptx|Indians-Cognitive Dissonance-Pseudospeciation.pptx]]
Journal entry #7: Do Now: Groups and Dehumanization 2/1/11
1. Take a minute to think about this. To what group do you feel the closest bond? Your nationality, religion, race, culture, sexual orientation, age group, family, close group of friends? Describe this group in one or two sentences. (Another way to possibly think about this: If someone asks you to describe yourself, what would you say? I am…?) 2. Why do you think you feel the closest bond to this group? 3. Now imagine yourself as a member of one of the following groups: you’re an English or Spanish settler/invader. You are building a town with several farms, and you’re building it on native land. You have just had to kill several of the original/native inhabitants when they attacked you. How do you justify killing them and taking their land? What would you tell yourself?
Journal Entry #6: Do Now: KWL on Columbus 1/31/1
Write a KWL in your journal. Fill in the Know and Want To Know sections of the chart. We will fill out the Learn section together in class.
1.Define perspective. 2.What does it mean to look through someone else's eyes/walk in someone else's shoes? 3.Why do you think it is important to look and think with other perspectives?
Journal Entry #4, Notes/Questions: Red Eyes, Part Two - 1/25/11
Content: Orig sin: Pg. 3 – middle. “Mental dullness” + no civilization: pg. 5/6, 9. Secular predestination: pg 7. “Strange” vs. “normal” portrayals of natives – pg. 9/10. Syncretism/trading. War/politics: bottom pg. 10/11. Effects of change: pg. 13/14 i. What is our (America’s) original sin, according to “Sol Tax”?
ii. What are some examples the author gives of textbooks’ portrayals of Native American “Mental dullness” and lack of
civilization?
iii. What is meant by the “secular form of predestination”?
iv. Describe how the economies of Native North Americans changed when Europeans arrived (remember, economy mainly
refers to ‘stuff’ people have – food, possessions, etc. – and how it gets traded around).
v. Describe how politics and war btwn natives changed with the arrival of the Europeans.
vi. What were the effects of these changes?
Journal Entry #3, Notes/Questions: Red Eyes, Part One - 1/24/11
Critical thinking sections: Critical analysis of textbooks: Middle and end of pg. 2/beginning of pg. 3. (find quote on cultural relativism, look at the engraving). Styles of textbooks: pg. 4. Comparison btwn European “explorers” and Native American “nomads”.
i. Why is the author referring to other books? What is he doing/trying to accomplish?
ii. What did we learn from looking at other books (about trusting evidence and doing our own research)?
iii. Why is it important to look at these books before we start learning about the actual Native Americans?
iv. According to Axtell, why do textbook authors write their histories the way they do (find direct quote, pg. 3)?
v. What does Loewen, the author, say about textbook styles (think: grey vs. black/white/definitive answers)? Why does he say this makes history boring, and what does he say we should do about it (pg. 4-5)?
vi. How do most textbooks compare the first Native Americans with European explorers? What words do they use?
"Civilization has been thrust upon me...and it has not added one whit to my love for truth, honesty, and generosity..." - Chief Luther Standing Bear, Oglala Lakota (Sioux)
Write a paragraph (at least 5 sentences) about the following prompt. 1. Describe this quote. What do you think it is trying to say? 2. Define civilization. What is a “civilized” society? What does it look like? How do the people behave in it? Are YOU civilized? Are the American people civilized? Why/why not?
We will discuss in class. I will call on random people.
Journal Entry #1, Do Now: 'Personal History Facts'**
Write down three important events from each of the following parts of your life:
when you were 1-5 years old
6-10
11-15
-If someone were reading your history, this is what they would read. -You (students) choose the information to put in, to leave out. Someone does that for every textbook. There are many groups whose stories are largely left out of textbooks.
http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%207%20-%20WWII/WWII%20Diaries%20Project.doc
DUE: Thursday, June 9th at the beginning of class.
Early due date (7.5% bonus!!) - Turn it in by 8pm Sunday, June 5th.*Remember, instead of Source Analysis sheets, you need to use footnotes. See below for details.
Example of one Diary:
http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%207%20-%20WWII/Diary%20of%20a%20Mexican%20American%20marine.docxJOURNALS DUE: Friday, June 3rd, in class.
May 27th, 2011 (Friday)
Journal Entry #7: Citations
Answer these questions based on notes provided in class (or see below for the notes):
1. What is a footnote? How is it different from a citation/works cited?
2. What information should you include in a footnote?
3. Where should you record a footnote?
4. How many footnotes do you need for the project?
5. How many sources do you need (in your works cited)?
*Example of a footnote:
http://3.bp.blogspot.com/-NRZkckPCRxs/TZx7tAC_olI/AAAAAAAAB7s/GnoQxBTYf08/s1600/footnote_example.gif*Notes from class:
http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%207%20-%20WWII/Footnotes.doc
May 26th, 2011 (Thursday)
Journal Entry #6: 'Japanese'
Create a 'KWL' about the Japanese people. What do you Know? Want to know? We will fill out the Learned portion at the end of class.
*If you're not sure about what you know, make sure to write down that it might be a stereotype.
May 24th-25th, 2011 (Tuesday/Wednesday)
Journal Entry #5: 'Going to War'
Answer the following questions in detail. There is no right or wrong answer; provide your opinion.1. You've probably heard the terms, "go to war" or "at war with"... What does it mean to 'go to war' with a country? (state your opinion).
2. Is there a difference between going to war with a country's government and its people? (Think of it this way - once the Germans took over Paris, the French surrendered. Would that happen in America if Washington DC was conquered by another country? Or would our people keep fighting?)
3. Think again about why soldiers fight (again, this is your opinion) - is it just a job? Do they believe in their cause? Do they hate the enemy and believe that killing/destroying the enemy is the right thing to do?
May 23rd, 2011 (Monday)
Journal Entry #4: Holocaust
1. What do you know about the Holocaust during WWII? 2-3 sentences, minimum.
2. Think about the experience from one of three perspectives (just one, not all three) - the victims, the guards, or the soldiers who freed them - what do you think was going through their minds while they were in the camps? Write 3-5 sentences.
May 18th, 2011 (Wednesday)
Follow this link to the magazine:
http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%207%20-%20WWII/magazine.pdf
Journal entry #3: Timeline WWII
1. Examine the timelines in the magazine from 1933-1945.
2. Draw a timeline with five events from WWII.
3. For each event, write a sentence explaining why it was important, in your opinion.
May 16th, 2011 (Monday)
C-band: See below, do Journal Entry #2
D-band: We will watch another episode.
May 13th, 2011 (Friday)
Journal Entry #2: Day of Days
Write several sentences about each of the following ideas:1. Describe the significance of D-day. Why was this a major event in WWII? (You may need to look this up online)
2. Describe something in this last episode "Day of Days" that moved you in some way - whether it made you proud, horrified, conflicted, or something else. Why did you feel that way? How do you think the soldiers involved, as well as their leaders, felt about D-day?
May 12, 2011 (Thursday)
Journal entry #1: Reflect on a character
Pick a character from Band of Brothers (even if you don't remember the name, but try), then do the following:
Unit 7 (WWII): Above
Op-Ed due tomorrow, Monday 5/9/11, at the end of class (meaning you will have one hour to complete everything).
5/5/11
http://www.newsweek.com/2010/08/06/the-real-ground-zero.html
5/4/11
Journals: Remember, journals are due tomorrow, Thursday, May 4. They are due at 9pm.
Project: Op Ed: Change
Write an Op Ed that is between 350-500 words long. Be sure that your Op Ed:
• Grabs the attention of readers
• Introduces a problem
• Presents a clear opinion
• Proposes a solution
• Uses outside evidence
On the same document as your Op-Ed, please include:
- Four source-analysis sheets, one for each source you use. The link to the sheets is right here (research for the last project was a little sloppy, so we’re going back to SA sheets).
- Works cited (just copy and paste question #1 from each Source Analysis sheet into your works cited).
*These last two parts are worth 20% of the total project grade.5/2/11
Journals Due Thursday, May 5th! Email them to me.
Journal entry #9: Do now, economic vs political stature
What’s the difference between being judged for your place in your community, and being judged for your money? Is there a difference? Why/why not?Explain in a short paragraph.Journal entry #10: Marxism/socialism/communism
Read this article: http://www.anu.edu.au/polsci/marx/classics/manifesto.html#Bourgoise
*Take notes in class.
*Answer these questions:
a. what does this manifesto suggest about how groups of people interact (and have interacted throughout history), especially regarding this idea of classes?
b. What has the Industrial Revolution done to change these interactions?
c. In what ways have these interactions stayed the same?
d. What do you think the Communist Manifesto proposes we do about class distinctions?
e. What are the ramifications of this line of thinking vis a vis “nationalism”?
4/29/11
Journal Entry #8: Notes on IR
http://www.wsu.edu/~dee/ENLIGHT/INDUSTRY.HTM
Free Write: Change and how it happens. Free-write for ten minutes, and put it in journal entry #8.
4/28/11
Journal Entry #7: Nationalism
1. Why are some people patriotic towards America?
2. What do you like about America? Are you proud of anything we do? Anything we believe?
3. If we were attacked by another country, would you fight to protect your country? Why or why not?
4. Why are some people willing to fight and die for their country?
We will later discuss:
http://www.nytimes.com/2009/03/08/opinion/08friedman.html?_r=1&em
We will discuss the following lyrics:
Hey yo, and get with this...uggh!
Word is born
Fight the war, fuck the norm
Now I got no patience
So sick of complacence
With the D the E the F the I the A the N the C the E
Mind of a revolutionary
So clear the lane
The finger to the land of the chains
What?
The land of the free?
Whoever told you that is your enemy
Now something must be done
About vengeance, a badge and a gun
So rip the mike, rip the stage, rip the system
I was born to rage against 'em
Now action must be taken
We don't need the key
We'll break in
I've got no patience now
So sick of complacence now
I've got no patience now
So sick of complacence now
Sick of sick of sick of sick of you
Time has come to pay...
Know your enemy!
Come on!
Yes I know my enemies
They're the teachers who taught me to fight me
Compromise, conformity, assimilation, submission
Ignorance, hypocrisy, brutality, the elite
All of which are American dreams (8 times)
All of which are American dreams
All of which are American dreams
All of which are American dreams
All of which are American dreams
All of which are American dreams
All of which are American dreams
All of which are American dreams
We will also discuss the following lyrics:
http://www.lyricsfreak.com/c/creedence+clearwater+revival/fortunate+son_20034362.html
4/26/11
I. Quick Game/Debatea. Students will describe their ideal government: a democracy, a dictatorship, a hereditary monarchy, an elected dictator for life? Be specific – write several sentences, and explain why.
b. We will split into pairs to discuss. Try to win your partner over to your side.
4/25/11
Journal Entry #5: Do Now - French Rev, Social, Political, Economic effects
What do we know about the French Revolution? Review your work from before break, and answer the following two questions in 3-5 sentences each:
1. What does it mean to change socially? What about Economically? Politically? What specific parts of history are involved (think about things like culture, money, governments, laws…)
2. How did France change socially, economically, and politically during the French Revolution? (Think: Socially: What were the changes for average people? What kinds of new ideas spread through France? Economically: Was there a redistribution of wealth? What happened to the richest people, including the 1st and 2nd Estates? Politically: What happened to the leaders in France, such as the royalty? Who replaced them? What types of new laws came into place?)
Journal Entry #6: Graphic Organizer notes
I. Create a graphic organizer with three columns: social, economic, and political, as well as three rows: French Revolution, American Revolution, and Haitian Revolution
II. Fill in the French Revolution sections on your own by cutting and pasting from question #2 in your Do Now.
III. Follow this link to work on the Haitian Revolution sections: http://www.wsu.edu/~dee/DIASPORA/HAITI.HTM
4/14/11
Explore the French Revolution.
To learn more, use this website: http://chnm.gmu.edu/revolution/ (click the “Explore” section, specifically the links "Social Causes of the Revolution" and "Paris and the Politics of the Rebellion") and/or this website: http://www.history.com/topics/french-revolutionAnswer the following questions in the process:
Section 1 (on your own)
Define the following terms:
Section 2 (I’ll assign you groups)
Describe the following (about three sentences each):
- The change in the price of bread and why it was an important factor in the Revolution.
- Changes in the population (urban/rural, growth, etc)
- The developments of the Estates General in the lead-up to the Revolution.
- The influence of the Enlightenment on the Revolution
- Legal stratification of society
Section 3Create a timeline (even just in list form) that includes ten events, including the following five and five of your own:
Final part (required): Write a paragraph explaining how the events in your timeline connected to each other. Do your best to explain cause and effect
*You’ll email me these assignments as a group.
4/12-13/11
Journal Entry #4: Social Media and Revolutionshttp://www.csmonitor.com/World/Middle-East/2011/0408/On-Facebook-and-Twitter-spreading-revolution-in-Syria
a. How did social networking spread these revolutions?
b. What is meant by an “online revolution”?
c. How do these websites help people avoid a government crackdown?
d. What is the difference between organizing 50-100 people and organizing tens of thousands of people?
e. Why do you think communication is so important in revolutions?
Journal Entry #3: Power of an Idea
1. What is the power of an idea?
2. How can an idea spread from person to person, especially if a gov’t is trying to shut it down?
3. How much can people put up with before they are ready to sacrifice their lives? Can ideas/philosophies influence such people?
4/11/11
Non-journal activity:a. Get out a sheet of paper.
b. Look at three classmates’ projects.
c. For each one, write down 3 things you liked, 2 questions you have (eg, why did you choose this philosopher?), and 1 recommendation. Share these with each person.
d. On the bottom of your sheet of paper, what are three things you might add or subtract from your reflection? Why?
Journl Entry #2:
Reflection: http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%206%20-%20Revolutions%2C%20including%20Enlightened%20Thought%20%28Reason%20and%20Morality%29/Reflection.doc
4/7/11
Monologues due at the start of class, Thursday!!
4/5-6/11
Journal Entry #1, Notes, 'What is the Enlightenment?':
a. http://www.wsu.edu/~brians/hum_303/enlightenment.html
b. Jigsaw: each group picks a section, writes a short blurb describing your section and how it related to the
Enlightenment (no more than a paragraph)
c. We will share out, in order. Five mins to read, five mins to write.
d. Groups:
i. Renaissance humanists
ii. Michel du Montaigne
iii. The Political and Economic Background
iv. The Role of Aristocrats AND Rousseau vs Voltaire
v. Big groups: The Enlightenment in England AND the Enlightenment in America
VI. Big group: The Struggle in Europe + The Heritage of the Enlightenment
Monologue Rubric:
http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%206%20-%20Revolutions%2C%20including%20Enlightened%20Thought%20%28Reason%20and%20Morality%29/Monologue%20rubric.doc
4/4/11
Example of a monologue:
http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%206%20-%20Revolutions%2C%20including%20Enlightened%20Thought%20%28Reason%20and%20Morality%29/Example%20of%20a%20Monologue.doc4/1/11
Read your 'Monologue Assignment' documents: http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%206%20-%20Revolutions%2C%20including%20Enlightened%20Thought%20%28Reason%20and%20Morality%29/Monologue%20Assignment.doc
3/31/11
Journals are due tonight at 11pm.
3/29-30/11
Writing Zones Due - Gold: Tonight (Tues.), 11pm. Silver, Tomorrow night (Wed.), 11pm.
Journal #14: Notes, Philosopher Chart
Complete the philosopher chart, and put it in your notes: http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%206%20-%20Revolutions%2C%20including%20Enlightened%20Thought%20%28Reason%20and%20Morality%29/Enlightenment_Philosopher_Chart.docx
3/28/11
Writing Zones Assignment (email to me - does NOT need to be in your journal)
Read http://www.english.upenn.edu/~mgamer/Etexts/kant.html and fill out the writing zones as you go along. Here are the writing zones: http://dl.dropbox.com/u/2125535/Teaching/World%20History/Unit%206%20-%20Revolutions%2C%20including%20Enlightened%20Thought%20%28Reason%20and%20Morality%29/Writing%20Zones%20Kant%20What%20is%20Enlightenment.doc
Journal Entry #13: Do Now "Enlightenment"
“Enlightenment is man's emergence from his self-imposed immaturity. Immaturity is the inability to use one's understanding without guidance from another. This immaturity is self-imposed when its cause lies not in lack of understanding, but in lack of resolve and courage to use it without guidance from another. Sapere Aude! [dare to know] "Have courage to use your own understanding!"--that is the motto of enlightenment.”
-Immanuel Kant
1. What do YOU think enlightenment is?
2. What do you think this philosopher, Kant, is saying about enlightenment?
3. How does Kant define immaturity?
4. What does Kant mean when he says, ‘this immaturity is self-imposed’?
3/25/11
*Yeah, the movement's in motion with mass militant poetry
Now check this out...uggh!
In the right light, study becomes insight
But the system that dissed us
Teaches us to read and right
So called facts are fraud
They want us to allege and pledge
And bow down to their God
Lost the culture, the culture lost
Spun our minds and through time
Ignorance has taken over
Yo, we gotta take the power back!
Bam! Here's the plan
Motherfuck Uncle Sam
Step back, I know who I am
Raise up your ear, I'll drop the style and clear
It's the beats and the lyrics they fear
The rage is relentless
We need a movement with a quickness
You are the witness of change
And to counteract
We gotta take the power back
Yeah, we gotta take the power back
Come on, come on!
We gotta take the power back
The present curriculum
I put my fist in 'em
Eurocentric every last one of 'em
See right through the red, white and blue disguise
With lecture I puncture the structure of lies
Installed in our minds and attempting
To hold us back
We've got to take it back
Holes in our spirit causin' tears and fears
One-sided stories for years and years and years
I'm inferior? Who's inferior?
Yeah, we need to check the interior
Of the system that cares about only one culture
And that is why
We gotta take the power back
Yeah, we gotta take the power back
Come on, come on!
We gotta take the power back
Hey yo check, we're gonna have to break it, break it,
break it down
Awww shit!
Uggh!
And like this...uggh!
Come on, yeah! Bring it back the other way!
The teacher stands in front of the class
But the lesson plan he can't recall
The student's eyes don't perceive the lies
Bouning off every fucking wall
His composure is well kept
I guess he fears playing the fool
The complacent students sit and listen to some of that
Bullshit that he learned in school
Europe ain't my rope to swing on
Can't learn a thing from it
Yet we hang from it
Gotta get it, gotta get it together then
Like the motherfuckin' weathermen
To expose and close the doors on those who try
To strangle and mangle the truth
'Cause the circle of hatred continues unless we react
We gotta take the power back
Yeah, we gotta take the power back
Come on, come on!
We gotta take the power back
3/24/11
Journal Entry #12: Video Q's Medici Popes
Summary of movie: http://www.pbs.org/empires/medici/show/prog3.htmlVideo itself: http://www.watchknow.org/Video.aspx?VideoID=25593
3/22-23/11 (Tuesday-Wednesday)
Finish Journal Entry #11
3/21/11 (Monday)
Journal Entry #10: Movie Notes - Answer all of the following in your journals:
We'll discuss before the movie: (If you miss it, use these links to help you: http://www.watchknow.org/Video.aspx?VideoID=25588 and http://www.pbs.org/empires/medici/show/prog1.html )
After movie:
Journal Entry #11: Movie Notes, pt. 2 - The Magnificent Medici
Before/during movie (if you miss it, use these links to help you - http://www.watchknow.org/Video.aspx?VideoID=25590 and http://www.pbs.org/empires/medici/show/prog2.html ):
· What happens when Mafia families have power disputes? Watch this film for events that sound like something out of The Godfather.
· How were art and architecture connected to the rise of the Lorenzo?
· In what ways are accepted beliefs challenged?
During/after movie:
· In what ways was Lorenzo like a Mafia don? (For sociological information on the Mafia, see Jane Schneider's article "Educating against the Mafia" (Available: http://civnet.org/journal/vol3no3/ftjsch.htm).
· In what ways was he a Renaissance man?
· What problems do you see with the church?
· What art or architecture did you recognize?
· In what ways does our society support and encourage artists, scientists, and thinkers?
· What could Lorenzo have done differently?
· Could anything like the "Bonfire of the Vanities" happen in the U.S.? Explain.
· Did the fact that Florence was a republic have any effect on what happened with Savonarola and his followers? Would what happened be any more or less likely to have happened under a king?
3/18/11 (Friday)
Journal Entry #9: Galileo + Scientific Revolution
But I do not feel obliged to believe that the same God who has endowed us with senses, reason and intellect has intended us to forego their use and by some other means to give us knowledge which we can attain by them. He would not require us to deny sense and reason in physical matters which are set before our eyes and minds by direct experience or necessary demonstrations.
~ Galileo Galilei, Letter to the Grand Duchess Christina of Tuscany (1615)
1. Meaning/interpretation?
2. Theme?
3. Why important?
3/17/11 (Thursday)
Journal Entry #8: Timeline
Renaissance Timeline: http://www.pbs.org/empires/medici/timeline/index.html
Scientific Revolution timelines: http://www.clas.ufl.edu/users/ufhatch/pages/03-Sci-Rev/SCI-REV-Home/05-sr-lng-timeline.htm
Students: create a new timeline, including:
3/15-16/11
Journal Entry #6, Do Now - Advancements in Literacy (Answer the questions, then read the background on printing)
1. Why is reading and writing important?
2. Why is literacy such an important part of education?
3. Remember: this unit is called, “Revolutions”. What are the broader ramifications for society of more people being able to read and write? (think about how information and ideas are spread around)…
Background
Printing is the process of making multiple copies of an image. The image may be a picture, letters or numbers, or any combination of pictures and text. Anything that can be drawn can be printed. The invention of printing really began with the invention of paper, in China, in the year 105 AD. Once the Chinese had paper, they began to duplicate images on paper by carving the reverse of the image into a block of wood, applying ink and then pressing the paper onto the block. By the 10th century the Chinese were printing paper money for use by Chinese citizens. In 1041, individual Chinese characters were being carved in clay and assembled on wood blocks as a way of printing whole scrolls of Chinese text. These movable characters did not make a big impression on Chinese communication though — the Chinese language uses an average of 5000 characters, a lot to keep track of and move around!
For centuries, Europe traded with China along the Silk Road, an ancient route that allowed exchanges of horses, spices, silk and eventually paper between China and Europe. When Marco Polo returned to his home in Venice, Italy in 1295, having spent 24 years exploring China, he brought with him knowledge of woodblock printing. Italians began to produce books using the hand-carved block technique of cutting away the background of the wooden block, leaving raised letters. The raised letters were then inked and paper placed overtop. When removed, the result was a printed page of words and images. Sometimes a page of a book would require a number of carved woodblocks joined together. The process was time consuming and not permanent. Since wood weathers and cracks if it's dry and warps if it is wet, giving the blocks used to print pages had a limited lifespan.
Illustration of Gutenberg's press
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In 1436, a German man named Johann Gutenberg altered an olive press to create a printing press machine. Instead of using the heavy screw to press the olives for oil, he used it to force a printing block onto a sheet of paper below it. Gutenberg developed metal type for each of the 26 characters in the Roman alphabet (easier to manage than the Chinese 5000), and designed a way to move the characters around on a printing plate. This system became known as the movable type printing press and made it possible to print multiple copies. With its invention, it was possible to print more copies in a few weeks than could have been produced in years using the hand-carved block method. The printed word spread like very quickly throughout Europe.
Before the printing press was created, only the church and royalty were wealthy enough to have books printed. Once printed material became widely available, a greater number of people learned to read and the flow of textual information reached all corners of Europe. Access to information helped to feed Europe's brainpower, closing out the Middle Ages for good and helping to open the door for the Renaissance.
Journal #7: Questions and Timeline on the Renaissance
Read:
http://www.learner.org/interactives/renaissance/
i.-iii. List three major reasons why/how Europe came out of the Dark Ages into the Renaissance. Explain why each one was important.
iv. Why was the printing press important at this time?
v. What was humanism?
vi. How did it develop, and what did it contribute to the new way of thinking of the Renaissance?
vii. What spiritual changes were also taking place at this time?
viii. What are some artistic developments from this time period?
3/14/11
Assignment
I. Linear Perspective
a. Create a drawing of a specific place using orthogonals, vanishing point, and a horizon line.
b. Use whatever writing utensil you like. I should have markers on the back table. If not, they are in the lower-left On the back, define each of these terms:
1. Orthogonals
2. Vanishing Point
3. Horizon Line
4. "Patrons of the Arts"
5-6. Pick two of the Medici clan.Write 2-3 sentences about each of them, including their relationship to developing/patronizing the arts.
Use
http://www.pbs.org/empires/medici/medici/index.html to look up various members of the Medici family.
Journal Entry #5: Do Now - Perspective in Art
Go to this website:http://www.mos.org/sln/Leonardo/ExploringLinearPerspective.html
Then answer these questions:
1. Can you see the vanishing point in the painting (if you’re missing the plug-in, just look at the painting at the bottom of the page)?
2. Why was this new technique so important?
3. What types of changes to art might this cause.
3/11/11
Make sure you finish your assignment from yesterday, and email them to me. We will resume regular class activities Monday. Enjoy your work period, but behave with the sub.
Assignment (not a journal) due 3/11/2011, 12:50pm
You will email me your group's responses:
Based on what the you hear in class, what you read in the text, and what you look up on the internet (use any source that seems accurate), answer the following questions about the fall of Rome, the resulting Dark/Middle Ages, and the Renaissance.
1. What what so important about ancient Rome? What types of information and culture was lost when Rome fell? (3-5 sentences)
2. What role did the Irish play in preserving this information? (3-5 sentences)
3. In what ways was the fall of Rome a revolution? What changed before and after the fall of Rome? (ie what was different about the Dark/Middle Ages and the Classical Period?)
4. Put very simply, what was the Renaissance? In what ways was it a revolution (again, what was different between the Renaissance and the Dark/Middle Ages)? (3-5 sentences)
5. In your opinion, how might the European perspective of history influence what you learn in school? (think: why do most schools study more about ancient Rome and Greece, and less about ancient Mali? There are no wrong answers here.)
Journal Entry #4, 3/10/11: Do Now - What is a Revolution?
1. What is a revolution?2. What are some examples of revolutions (this can even be in your own personal life)?
3. In your humble opinion, why are revolutions important to the history of the world?
Journal Entry #3 3/8-10/11: Notes on French Revolution
Read: http://www.rightpundits.com/?p=5633
Define terms/answer these questions (in Journal):
i. Estates General (how many were there; what were they?)
ii. King Louis XVI (who was he? What did he do to make things worse?)
iii. Where did the French debt come from?
iv. National Assembly
v. Tennis Court Oath
vi. Storming of the Bastille
vii. The Terror
viii. What are three similarities you notice, compared to what’s going on in America right now? What are three differences?
Journal Entry #2, 3/8-9/11: Do Now - American Debt
We'll read these articles:
http://voices.washingtonpost.com/postpartisan/2011/02/the_budget_headlines_we_need.html
and
http://krugman.blogs.nytimes.com/2010/03/27/dealing-with-the-debt-a-brief-note/
1. What is the issue with American debt?
2. What does Mr. Krugman think we can do about it?
3. What do you think we should do? Raise taxes, cut back on important programs, or both? Why?
Journal Entry #1 3/7/11: Cortes Trial Verdict
Trial Verdict: list the number of points per group, including your rationale.
Unit 6 - Revolutions - Assignments Above
Trial Structure
· Overview of schedule
1. Opening Statements
2. Questions
3. Groups work together on closing statements
4. Closing statements on last day + jury will decide
· Rules for opening statements
o Each group will read opening statements.
o One laptop per group is permitted, the rest are packed away (take notes in your google docs)
o RPS to determine order of groups
· Rules for questioning
o Each group should aim for at least two questions per defendant. I will have a running tab for group participation.
o Don’t ask repetitive questions!
o When you wish to ask a question, raise your hand, the judge will call you, you will stand up, state your group name, and then ask the question.
o Pre-made q’s vs. q’s made during the trial (you can have follow-up questions ready). You can ask a line of questions, but no more than three at once.
· Rules for objections
o Objections only used in two cases:
§ Question does not have accurate information
§ Question is repetitive
o Prosecutor will be given opportunity to present evidence for their assertions.
o Judge makes final decision on whether to allow question.
If you’re called out on an objection, make sure to have evidence backing up your question.
Project, Day 5 2/17/11
Project: Day Four
Google DocBy Monday, you should have the following in your google doc (and organize it by group members’ names):
- Fifteen sources in MLA format
- Trial Strategy (for defendant)
- Opening Statement (for defense attorney)
- Twenty questions, four for each group (for prosecuting attorney)
*Make sure to put your name/initial next to your contributions in the google doc.Project: Day 3, 2/14/11
Today, you are starting your work for the trial. Remember your roles (check Day 2 for your responsibilities).
REMEMBER: Use evidence to back up the points you're making. An example of using evidence from a source:
(this can be an example of a question that incriminates Cortes and/or his men):
Cortes, you claim that you, “forbade them [Aztecs] from sacrificing human beings to their idols as they had been accustomed to do; because, besides being abhorrent in the sight of God, your sacred Majesty had prohibited it by law, and commanded to put to death whoever should take the life of another.” Yet Mr. Cortes, you murdered thousands of natives, starting at the moment you landed, on to the massacre of Cholula, and even after the torture and murder of Cuauhtemoc. So then, it seems clear that you and your men should all be put to death for your crimes. You acknowledge as much in your letter, do you not?
*In addition to letters and texts, you can also use paintings, maps, and pictograms as evidence.
SOURCES: These are some sources you can use to back up your main points:
Aztec Account of Conquest of Mexico
Cortes's Second Letter to Charles V
Law in Mexico Before the Conquest
Google Books- Letters of Cortes
Several different primary sources (click PDF link at top for images)
Several different primary sources including Indian accounts.
More Indian accounts
Excerpts from Castillo
Use these sources to help prove your group's innocence and prosecute the other groups.
Project: Day 2 2/11/11
Groups must prepare their strategy by finding specific historical evidence (quotes from primary source documents, including letters, journals or other sources) to begin planning your defense and the guilt of others. Your group must find at least fifteen specific pieces of evidence (quotes, maps, pictures of artifacts, etc.) relevant to the trial. All members of the group should have an electronic copy of this document (use a Google Doc).
Roles within each group:
Defense Attorney(s)- Opening and closing statements (each is 2-3 minutes long, which is about 250-300 words of text.)
Defendant(s)- Prepare strategy on how to respond to questioning (about three paragraphs - what questions do you anticipate? How will you respond to them?)
Prosecutor(s)- Prepare questions to ask other groups (at least 4 questions for each group, which is at least 20 total.)
Structure of Trial:
1) Each group gives their opening statement (2-3 minutes long)
2) One by one defendants from each group take the stand. They are allowed two “help-lines” during which they can huddle with other members of their group but otherwise they must answer questions on their own.
3) Each group gives a closing statement (2-3 minutes)
4) Jury deliberates and makes a decision. Everyone writes a response to the trial and hands in their trial work.
Classwork:
Outline the ways you are going to try and prove your group innocent and the specific ways you are going to try and prove other groups guilty. (This can be bullet points.) This should include the type of research you plan to do and the different types of sources and quotes that you need to find before the trial.
Rubric (based off the standard SLA rubric that students are familiar with):
DESIGN- The project investigates a meaningful argument and strategy and presents information connected to multiple primary
and secondary sources.
KNOWLEDGE- Project uses quality primary and secondary sources to form the basis for the argument (including varying perspectives within the same religion).
APPLICATION- The author of the project has included his/her own analysis to the proceedings to create a unique perspective on the case.
PRESENTATION- The arguments presented were strong, well-thought out, and well-researched.
PROCESS- All parts of the project were completed on time and most were fulfilled beyond the necessary requirements.
Project: Getting started 2/10/11
For this project, we will be putting several groups/people on trial for the destruction of the Aztec empire. Those on trial are Cortes, Cortes' Men, King Charles V, the Aztecs themselves, the Tlaxcalans, and the idea of 'Cognitive Dissonance'.- Use this link to learn more about the Aztec people.
- Use this link to read about the various groups. Once you have examined all of them, email me your rankings. It should look like this:
Cortes:Cortes' Men:
King Charles V:
Aztecs:
Tlaxcalans:
Cognitive Dissonance:
Rank each one 1-6. I will try to give as many of you a top-3 choice as possible. Email me by the end of class today.
Journal Entry #14: Vocab for Cortes
Define the following terms in 2-3 sentences. Include information about their historical significance in relation to the Aztecs and/or Cortes:
Journal #13: Timeline Assignment 2/7/11
- With a partner, put the following events in order
- Use these websites to help guide you
Piece together the timeline, using these two sites: http://www.pbs.org/conquistadors/cortes/cortes_flat.html and under the “milestones” section of this site: http://www.pbs.org/opb/conquistadors/mexico/mexico.htm :Aztecs start to build their capital city, Tenochtitlan.
50,000 Tlaxcalans fight the 400 Spaniards and are defeated by the superior Spanish weapons and horses. The Tlascalans provide Cortes with 10,000 warriors for his march on Tenochtitlan.
Cortes attacks Tenochtitlan from three directions at once with 13 new ships. The lake surrounding the city turns red with blood.
Cortes meets Malinche
Montezuma II and his people were filled with a sense of foreboding. A series of evil omens had foretold of calamities to come. A fiery comet crossed the sky. The temple of Huitzilopochtli, the god of war, burst into flames. The Lake of Mexico boiled and rose, flooding into houses.
Cortes expedition enters Mexico.
Cortes expedition makes a show of force to intimidate Teudile and his men.
The Aztecs attack the Spanish and imprison many of Cortes' soldiers.
Cortes continues on to Cholula and massacres the local nobility, because he suspects them of planning an ambush.
Cortes is presented gold and other gifts from Aztec officials.
Some of Cortes' men decide to steal a ship and return to Cuba. Cortes has them executed and sinks the ships to make it impossible to turn back.
Montezuma is killed by the Spanish. Two-thirds of the Spanish and 40,000 Tlaxcalan allies die in battle as they attempt to escape from the city at night.
The Spanish enter the city of Tenochtitlan (City of Dreams) to meet Montezuma II. Coincidentally, this day, 1 Wind, is Quetzalcoatl's day, attributed to the whirlwind, when robbers and wizards are supposed to do their worst, robbing and violating.
15,000 Aztecs die in Cortes' final all-out attack on the city. The Emperor Cuauhtemoc and his last few supporters are captured by the Spaniards.
More than 600 Spanish conquistadors were killed (some estimates ran to over 1,000), many no doubt weighed down by the gold they were carrying; several thousand Tlaxcalans were probably lost, too. Cortés retreated in a wide circle through the north of the valley and over the mountains back to Tlaxcala. The elemental horror of that night was never forgotten. It is still called "the night of tears" (noche triste).
Journal #12: Do Now 2/7/11
Read these lyrics, listen to the song in class. Answer the questions at the bottom:
Since 1516 minds attacked and overseen, now
Crawl amidst the ruins of this empty dream
They're boredrs and boots on top of us, pullin'
Knobs on the floor of their toxic metropolis
So how you gonna get what you need to get?
tha Gut eaters, blood drenched get offensive like Tet
When the fifth sun sets get back reclaim, tha
Spirit of Cuauhtémoc alive an untamed
Face tha funk now blastin' out ya
Speaker, on the one Maya, Mexica
That vulture came ta try and steal ya name but
Now you found a gun
This is for the people of the sun
It's comin' back around again
This is for tha people of tha sun
Neva' forget that tha' wip snapped ya back, ya
Spine cracked for tobacco, oh I'm the Marlboro Man
Our past blastin' on through tha verses,
Brigades of taxi cabs rollin' broadway like
Hearses
Troops strippin' zoots, shots of red mist,
Sailors blood on tha deck,
Come sista resist
Tha' new era of terror check this photo lens,
Tha' city of angels foes tha ethnic cleanse
Heads bobbin' to that funk out ya
Speaker, on tha one Maya, Mexica
That vulture came ya try an steal ya name but now
You found a gun... you're history
This is for tha people of the sun
It's comin' back around again
This is for tha people of tha sun
*Note: Cuauhtemoc was among the last of the Aztec emperors, tortured by Cortes' men, yet he never gave in to their demands for treasure (now, there was no treasure, so...).
*Note: 'People of the Sun' refers to the Aztecs, who were overthrown by Spaniards in the 1520’s. It may also refer to the Zapatistas, a leftist Mexican political organization. One of their main goals is to help gain benefits for indigenous Mexicans.
Quesions:
1. The Mayans and Mexicas were other indigenous peoples in Mexico. What do you think is meant by "that vulture came to try and steal ya name"? Why is that reference important, in your opinion? (Hint: the name "Mexico City" was bestowed by Cortes. It's original Aztec name was "Tenochtitlan").
2. In the early 1500's, Spanish conquistadors were laying waste to the Americas. They destroyed empires, killed many people (with the sword and with disease), and took over all the land there. Why do you think that is relevant to modern-day Mexico? (something to think about: what language do Mexicans speak??)
3. The "fifth sun" and Cuauhtemoc are both references to the Aztec empire. What do you know about the Aztecs? If you don’t think you know anything about them, what are you curious about?
In-class discussion
http://articles.latimes.com/2009/dec/09/nation/la-na-indian-settlement9-2009dec09
We will read, discuss.
Journal Entry #11: Do Now 2/4/11, Vocab
Based on your notes, define as many of the following terms as you can. Fill out the rest as we finish the PPT today.
Wounded Knee
"Black Seminole"
Sitting Bull and/or Crazy Horse
mestizo
Great biological exchange
syncretism
multi-racial society
pre-Columbian
"Buffer zones"
Buffalo soldiers
Journal Entry #10: Notes Indigenous Americans
Take notes on this ppt:
Journal Entry #9: Do Now Review
1. Describe cognitive dissonance in 2-3 sentences (remember there are two parts).
2. Describe pseudospeciation in 2-3 sentences.
3. Describe how cognitive dissonance might manifest in practice - in history, in one's personal life, wherever.
Journal Entry #8: Notes: Cognitive Dissonance and Pseudospeciation, 2/2/11
Take notes on the following PPT, which we will look at and discuss in class:Journal entry #7: Do Now: Groups and Dehumanization 2/1/11
1. Take a minute to think about this. To what group do you feel the closest bond? Your nationality, religion, race, culture, sexual orientation, age group, family, close group of friends? Describe this group in one or two sentences. (Another way to possibly think about this: If someone asks you to describe yourself, what would you say? I am…?)
2. Why do you think you feel the closest bond to this group?
3. Now imagine yourself as a member of one of the following groups: you’re an English or Spanish settler/invader. You are building a town with several farms, and you’re building it on native land. You have just had to kill several of the original/native inhabitants when they attacked you. How do you justify killing them and taking their land? What would you tell yourself?
Journal Entry #6: Do Now: KWL on Columbus 1/31/1
Write a KWL in your journal. Fill in the Know and Want To Know sections of the chart. We will fill out the Learn section together in class.Examine this article:
http://www.huffingtonpost.com/eric-kasum/columbus-day-a-bad-idea_b_742708.html
Journal Entry #5, Do Now: Perspective 1/25-26/11
1.Define perspective.
2.What does it mean to look through someone else's eyes/walk in someone else's shoes?
3.Why do you think it is important to look and think with other perspectives?
Journal Entry #4, Notes/Questions: Red Eyes, Part Two - 1/25/11
Content: Orig sin: Pg. 3 – middle. “Mental dullness” + no civilization: pg. 5/6, 9. Secular predestination: pg 7. “Strange” vs. “normal” portrayals of natives – pg. 9/10. Syncretism/trading. War/politics: bottom pg. 10/11. Effects of change: pg. 13/14i. What is our (America’s) original sin, according to “Sol Tax”?
ii. What are some examples the author gives of textbooks’ portrayals of Native American “Mental dullness” and lack of
civilization?
iii. What is meant by the “secular form of predestination”?
iv. Describe how the economies of Native North Americans changed when Europeans arrived (remember, economy mainly
refers to ‘stuff’ people have – food, possessions, etc. – and how it gets traded around).
v. Describe how politics and war btwn natives changed with the arrival of the Europeans.
vi. What were the effects of these changes?
Journal Entry #3, Notes/Questions: Red Eyes, Part One - 1/24/11
Critical thinking sections: Critical analysis of textbooks: Middle and end of pg. 2/beginning of pg. 3. (find quote on cultural relativism, look at the engraving). Styles of textbooks: pg. 4. Comparison btwn European “explorers” and Native American “nomads”.
i. Why is the author referring to other books? What is he doing/trying to accomplish?ii. What did we learn from looking at other books (about trusting evidence and doing our own research)?
iii. Why is it important to look at these books before we start learning about the actual Native Americans?
iv. According to Axtell, why do textbook authors write their histories the way they do (find direct quote, pg. 3)?
v. What does Loewen, the author, say about textbook styles (think: grey vs. black/white/definitive answers)? Why does he
say this makes history boring, and what does he say we should do about it (pg. 4-5)?
vi. How do most textbooks compare the first Native Americans with European explorers? What words do they use?
Journal entry #2, Dow Now: ‘Civilization’ - 1/24/11
"Civilization has been thrust upon me...and it has not added one whit
to my love for truth, honesty, and generosity..."
- Chief Luther Standing Bear, Oglala Lakota (Sioux)
Write a paragraph (at least 5 sentences) about the following prompt.
1. Describe this quote. What do you think it is trying to say?
2. Define civilization. What is a “civilized” society? What does it look like? How do the people behave in it? Are YOU civilized? Are the American people civilized? Why/why not?
We will discuss in class. I will call on random people.
Journal Entry #1, Do Now: 'Personal History Facts'**
Write down three important events from each of the following parts of your life:
-If someone were reading your history, this is what they would read.
-You (students) choose the information to put in, to leave out. Someone does that for every textbook. There are many groups whose stories are largely left out of textbooks.